• PhD, Pennsylvania State University
• Postdoctoral Research, University of Miami
• Postdoctoral Research, Duke University

Believe it or not, teaching is changing. Most faculty now recognize that simply listening to lectures is not always the most successful way to students’ hearts and minds. Getting students to actively engage with the subject matter is often best accomplished by using case studies, stories with an educational message. These can be historical cases such as the Watson/Crick discovery of the structure of DNA or current stories such as the use of CRISPR to edit faulty genes in congenital diseases. By establishing the National Center for Case Study Teaching in Science and pioneering the use of case studies throughout all of STEM education, the University at Buffalo is recognized as the global leader for this form of education. Our research focuses on finding the best methods to tell these case stories.

• Terry, D. R, P. Lemons, N. Armstrong, P. Brickman, E. Ribbens, and C.F. Herreid. 2016. Eight Is Not Enough: The Level of Questioning and Its Impact on Learning in Clicker Cases. Journal of College Science Teaching 46 (2):82-92.
• Prud’homme-Généreux, A., N. A. Schiller, J.H. Wild, and C. F. Herreid. 2017. Guidelines for Producing Videos to Accompany Flipped Cases. Journal of College Science Teaching 46 (5): 40-48.
• Herreid, C. 2017. Puttin’ on the Ritz: How to Put Science into Cases. Journal of College Science Teaching 47 (1): 54-56.
• Herreid, C. 2017. Using Case Studies to Combat a Pseudoscience Culture. Chapter 18 in Pseudoscience: The Conspiracy against Science. Kaufman, A. & Kaufman, J. MIT Press, Cambridge, MA 395-417 pp.
• Herreid, C. 2018. Putting Words into Their Mouths: Writing Dialogue for Case Studies. 47 (4): 46-51.